Research and Literature 2
Identifying Independent and Dependent Variables
Objective:
You will be able to identify the independent and dependent variables of 5 single-subject designed research studies by reading the abstract.
STEP 1: Review this basic definition and rationale
RATIONALE: For you to be able to critically analyze the merit of a research study, it is important for you to understand the basic components and rationale of the research. Each single subject study is determining the effects of an intervention on a targeted behavior. It's essential to be able to read a study and identify which is the:
· The independent variable (IV) : The Intervention; and
· The dependent variable (DV): The Measured Target Behavior
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Independent Variable (cause) |
Dependent Variable (effect) |
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STEP 2: Watch this video on and then answer the 5 questions that follow:
Question 1: There are two type of variables:
The _______________. ______________ relies upon something else to occur
The _______________ ______________. Is manipulated to influence the DV
Question 2: The independent variable is (check all that apply):
a) The result
b) The effect
c) The manipulator
d) The control
Question 3: The dependent variable is (check all that apply)
a) The result
b) The cause
c) The outcome
d) The control
Question 4: The __________________ is the prediction of what the study will find. It is where we show the relationship between the ________________ and ___________________ variables.
a) Control analysis, outcomes, results
b) Hypothesis, independent variables, dependent variables
c) Hypothesis, controls, validity
d) Variable, hypothesis, control condition
Question 5: In this example, identify the independent variable (the cause) is ________________ and the dependent variable is ______________________
“Changing the thermostat setting up or down will cause the room temperature to change in the same way”
a) thermostat setting; room temperature
b) room temperature; thermostat setting
c) the effect, the result
d) The outcome, the manipulation
Question 6: Independent variables manipulate or influence dependent variables in a research study
a) TRUE
b) FALSE
Step 3 Now, let’s practice. Let’s look at the abstracts from five single subject research design studies and identify the independent and dependent variables in each study.
HERE IS AN EXAMPLE:
Title and Abstract:
Using Self-Management to Improve the Reciprocal Social Conversation of Children with Autism Spectrum Disorder
Individuals with autism spectrum disorders (ASD) often exhibit difficulties with reciprocal social conversation, engaging in limited verbal exchanges, even when language structures are intact. This study employed a multiple baseline design to examine the effectiveness of a self-management intervention targeting (1) on-topic responsiveness to a conversational partner; (2) expansion of the conversational topic; and (3) on-topic question asking. Results demonstrated improved reciprocal social conversation through elaborated responses and on-topic question asking, which generalized and maintained.
INDEPENDENT VARIABLE: the effectiveness of a self-management intervention
DEPENDENT VARIABLE: on-topic responsiveness to a conversational partner; (2) expansion of the conversational topic; and (3) on-topic question asking.
ABSTRACT 1:
Increasing Classroom Compliance: Using a High-Probability Command Sequence with Noncompliant Students
Noncompliance is one of the most problematic behaviors within the school setting. One strategy to increase compliance of noncompliant students is a high probability command sequence (HPCS; i.e., a set of simple commands in which an individual is likely to comply immediately prior to the delivery of a command that has a lower probability of compliance). Although research has shown this technique to be effective at increasing compliance across various settings and behaviors, most studies have been limited to participants with moderate to severe developmental disabilities. The current study targeted 2 noncompliant elementary-age students within the general education setting. Two teachers were taught to integrate HPCS into ongoing classroom reading instruction and independent seatwork. For both participants, higher percentages of compliance with low-probability commands were displayed during intervention and maintenance phases compared to baseline levels. Results suggest that using an antecedent intervention based on HPCS holds promise for school personnel working with noncompliant students within the general education setting.
INDEPENDENT VARIABLE: ___________________________________________________
DEPENDENT VARIABLE: _____________________________________________________
ABSTRACT 2:
Habit Reversal for the Treatment of Tourette Syndrome
Habit reversal has been found effective for the treatment of individual tics. The present study used habit reversal to treat three subjects with the multiple tics of Tourette Syndrome. Tic frequency was reduced over a 6–8-month period by 93–95% in the clinic setting and by 64–99% in the home setting with a concurrent decrease in severity. The procedure holds promise as a treatment for Tourette Syndrome.
INDEPENDENT VARIABLE: ___________________________________________________
DEPENDENT VARIABLE: _____________________________________________________
ABSTRACT 3:
Increasing Academic Compliance with Mathematics Tasks Using the High-Preference Strategy with a Student with Autism
The authors investigated the effectiveness of using high-preference (high-p) mathematics tasks for increasing task initiation of low-preference (low-p) mathematics tasks with a 13-year-old middle school student with autism. They used an ABAB design to determine the effectiveness of high-p tasks with to comply with low-p tasks. Results indicated that the student took less time to initiate low-p mathematics problems that were preceded by high-p mathematics problems. This study extends the literature on high-p techniques to enhance academic compliance behaviors for students with autism. The authors discuss the results and future implications.
INDEPENDENT VARIABLE: ___________________________________________________
DEPENDENT VARIABLE: _____________________________________________________
ABSTRACT 4:
THE IMPACT OF VERBAL PROMPTS ON CHILD SAFETY-BELT USE IN SHOPPING CARTS
Each year thousands of children are injured by falling from shopping carts. Buckling children into the seats of shopping carts could prevent many of these injuries. A combined reversal and multiple baseline across settings design was used to evaluate the impact of verbal prompts on shopping cart safety-belt use in two stores. Safety-belt use increased following implementation of the verbal prompt. This study extends the literature on the efficacy of verbal prompting in the promotion of safety-belt use. DESCRIPTORS: prompts, safety, safety belts, shopping carts
INDEPENDENT VARIABLE: ___________________________________________________
DEPENDENT VARIABLE: _____________________________________________________
ABSTRACT 5:
Differential effects of seating arrangements on disruptive behavior of fifth grade students during independent seatwork
We investigated teacher versus student seat selection in the context of group and individual seating arrangements. Disruptive behavior during group seating occurred at twice the rate when students chose their seats than when the teacher chose. During individual seating, disruptive behavior occurred more than three times as often when the students chose their seats. The results are discussed in relation to choice and the matching law.
INDEPENDENT VARIABLE: ___________________________________________________
DEPENDENT VARIABLE: _____________________________________________________
Step 4 : identifying independent and dependent variables in a scenario
Manny is doing a research study on the effects of preference on stereotyped behavior and correct responding He conducted his experiment in a clinical review room that was measured 14 X 8 feet. The sessions occurred 2 to 3 times a week, and were 10 minutes in length. During baseline and treatment conditions he ran discrete trial training with a match to sample task with his student. In the baseline condition he used the usual reinforcers that's a therapist in the clinic told him the child like’s, and were typically used in his treatment program. In the treatment condition he used reinforcers selected from a preference assessment. He collected data throughout the baseline and treatment conditions on two measures: 1) ; the percent correct responding and 2) the percentage of 10 second intervals with stereotyped behavior.
For this scenario, please indicate which of the following are independent and dependent variables.
1. The clinical review room that was measured 14 x 8’. (select the correct option)
· Independent variable
· Dependent variable
· Neither
2. The discrete trial training
· Independent variable
· Dependent variable
· Neither
3. The reinforcers identified by preference assessment
· Independent variable
· Dependent variable
· Neither
4. The levels of stereotyped behavior and correct responding
· Independent variable
· Dependent variable
· Neither
